{"id":12328,"date":"2023-09-05T03:40:02","date_gmt":"2023-09-05T03:40:02","guid":{"rendered":"https:\/\/mysourcefunding.com\/leadership\/more-evidence-that-our-approach-to-reading-comprehension-is-all-wrong\/"},"modified":"2023-09-05T03:40:03","modified_gmt":"2023-09-05T03:40:03","slug":"more-evidence-that-our-approach-to-reading-comprehension-is-all-wrong","status":"publish","type":"post","link":"https:\/\/mysourcefunding.com\/?p=12328","title":{"rendered":"More Evidence That Our Approach To Reading Comprehension Is All Wrong"},"content":{"rendered":"<div>\n<p>A recent meta-analysis confirms that it\u2019s best to teach reading comprehension strategies in combination with building background knowledge. It also adds the surprising finding that it doesn\u2019t seem to make much difference how much strategy instruction students get.<\/p>\n<p>The meta-analysis, which looked at over 50 studies of comprehension strategy instruction, provides yet more evidence that the prevailing approach to teaching comprehension is flawed. (I\u2019m indebted to Brent Conway for alerting me to the existence of this study in a recent piece he wrote on how his Massachusetts school district shifted its approach to instruction.)<\/p>\n<p>But first, here\u2019s a brief description of the approach to comprehension you\u2019ll find in the vast majority of American classrooms: During the daily \u201creading block,\u201d which often lasts two hours or more, students learn about a single comprehension skill\u2014like \u201cfinding the main idea of a text.\u201d To practice the skill, they read books or texts on random topics they may not know much about, which are deemed to be at their individual reading levels. This kind of instruction goes on for years, often through middle school, with students spending hours every week practicing the same round of skills. The theory is that once they master the skills, they\u2019ll be able to apply them to understand any text.<\/p>\n<p>All of this conflicts both with what cognitive science has found generally about how comprehension works and with the evidence on comprehension strategy instruction in particular. That<em> <\/em>evidence shows that such instruction <em>can<\/em> boost comprehension\u2014if it\u2019s done differently from the way most schools do it.<\/p>\n<p><fbs-ad position=\"inread\" progressive=\"\" ad-id=\"article-0-inread\" aria-hidden=\"true\" role=\"presentation\"><\/fbs-ad><\/p>\n<p>What the new meta-analysis adds to this body of evidence is the startling finding that it doesn\u2019t seem to matter whether students get only an hour of strategy instruction or many weeks of it.<\/p>\n<h2 class=\"subhead-embed color-accent bg-base font-accent font-size text-align\">What Research on Strategy Instruction Tells Us<\/h2>\n<p>Here are the three main ways in which standard comprehension instruction conflicts with the evidence:<\/p>\n<ul>\n<li><strong>Teaching a single strategy vs. multiple strategies:<\/strong> Lots of evidence indicates that strategy instruction works best when multiple strategies are taught together rather than one at a time, and the meta-analysis reinforces that conclusion. Researchers said the most effective combination of strategies was finding the main idea, plus learning about text structure, plus \u201cretelling\u201d the content of a text.<\/li>\n<\/ul>\n<p>The finding that multiple strategy instruction works best has been around for a long time. It was endorsed by the National Reading Panel back in 2000. But standard elementary literacy curricula have continued to focus on one skill at a time, probably because it\u2019s simpler.<\/p>\n<p>In most classrooms, children are expected to go off and practice a skill like \u201ccomparing and contrasting\u201d independently after the teacher has briefly demonstrated it. It\u2019s hard enough to be sure kids are practicing one skill, let alone three at the same time.<\/p>\n<p>You may have noticed I\u2019m using the word \u201cskill,\u201d while the study reviewed the research on \u201cstrategies.\u201d Teachers have come to use these words interchangeably, and the distinction isn\u2019t always clear. But one point the study doesn\u2019t make is that many of the \u201cskills and strategies\u201d routinely taught in schools, like \u201ccomparing and contrasting,\u201d don\u2019t actually have much evidence behind them. That\u2019s yet another reason standard classroom practice conflicts with research.<\/p>\n<ul>\n<li><strong>Background knowledge vs. no background knowledge:<\/strong> The study\u2019s findings were clear that comprehension strategy instruction is far more effective when, as the authors put it, \u201cbackground knowledge instruction is included.\u201d The reason, the researchers posit, is that learning a new comprehension strategy takes up a lot of cognitive resources\u2014in other words, it\u2019s hard. If a student is trying to grapple with unfamiliar content at the same time, it\u2019s even harder.<\/li>\n<\/ul>\n<p>That makes total sense to me. In fact, I\u2019ve made the same argument myself. What\u2019s not clear from the recent analysis, though, is what \u201cbackground knowledge instruction\u201d looked like in the studies that were reviewed. Most likely, researchers or teachers provided students with limited information relating to the specific text they were about to read as part of the study.<\/p>\n<p>Even that often doesn\u2019t happen in classrooms. If the whole class is reading a particular book, and the teacher recognizes that many students won\u2019t understand some key vocabulary, she may explain those words\u2014assuming she can predict what they are. But generally, students then go off to read separate books on separate topics, to practice the skill. There\u2019s no way a teacher can provide background knowledge for 25 different topics.<\/p>\n<ul>\n<li><strong>Longer vs. shorter interventions:<\/strong> To me, the most startling finding of the meta-analysis was that it made no difference how long the intervention lasted. And the studies\u2019 duration ranged from less than one hour to 55 hours.<\/li>\n<\/ul>\n<p>About ten years ago, cognitive scientist Daniel Willingham suggested that there\u2019s \u201cplenty of data showing that extended practice of [reading comprehension strategy] instruction yields no benefit compared to briefer review.\u201d He looked at eight reviews of studies and found that \u201cten sessions yield the same benefit as fifty sessions.\u201d But even he didn\u2019t suggest that one hour could yield the same benefit as 55.<\/p>\n<p>I was so surprised by this finding that I emailed the lead author of the meta-analysis, Dr. Peng Peng, an assistant professor in the department of special education at the University of Texas at Austin. He confirmed that based on the studies his team analyzed, \u201cdosage,\u201d or the length of time students got the strategy instruction, had no significant impact on the size of the effects. But he cautioned that in general, \u201cthe more time on evidence-based instruction, the better reading outcomes to expect.\u201d<\/p>\n<p>So, Dr. Peng suggested, the problem was that the studies here were too short, and that in the classroom setting, where students have more time to practice the strategies, \u201cdosage would be important.\u201d In other words, in Dr. Peng\u2019s view, the reason the length of the intervention didn\u2019t make any difference is that even 55 hours of strategy instruction isn\u2019t enough to show that more is better.<\/p>\n<p>That may sound plausible in theory. But if an intervention is working, wouldn\u2019t you see <em>some<\/em> incremental positive effect if you did it 55 times as much?<\/p>\n<p>And the fact is that in the real world, students are getting far <em>more<\/em> than 55 hours of comprehension strategy instruction\u2014or what passes for comprehension strategy instruction\u2014and it\u2019s making very little difference. Reading test scores, which purport to measure comprehension ability, have been stagnant or declining for decades, even as comprehension instruction has intensified in an effort to raise them. On the most recent round of national reading comprehension tests, 37% of fourth-graders and 30% of eighth-graders performed <em>below<\/em> the \u201cBasic\u201d level.<\/p>\n<h2 class=\"subhead-embed color-accent bg-base font-accent font-size text-align\">What Can Work to Boost Comprehension<\/h2>\n<p>None of this is to say that we shouldn\u2019t teach comprehension strategies. As I\u2019ve said before, what matters is what gets put in the foreground: strategies or content. What doesn\u2019t work is teaching an isolated comprehension skill or strategy directly, year after year, using texts on random topics as vehicles for that instruction. What <em>can<\/em> work is focusing on a topic or text and asking questions that bring in whatever skills or strategies might help students think about it.<\/p>\n<p>And Dr. Peng is right, in a way, that students need <em>more<\/em> strategy instruction, as long as content is in the foreground. When teachers of any subject ask appropriate \u201cstrategy\u201d questions, it <em>is <\/em>likely to make a difference. That\u2019s not because students are mastering some generally applicable skill. Rather, it\u2019s because they\u2019re acquiring the habit of asking questions like \u201cAm I really understanding this?\u201d<\/p>\n<p>But wait, there\u2019s more (reading comprehension is really complicated!). It\u2019s also important to do more than provide a quick injection of background knowledge to help students understand a text they\u2019re about to read. In order for students to gain the kind of knowledge that will eventually boost their general reading comprehension, they need to spend at least two or three weeks going into depth on a particular topic.<\/p>\n<p>Getting definitions of a few key words before reading a text may enable students to understand that particular text, but without hearing and using those words repeatedly, the meanings are unlikely to stick in long-term memory. Eventually, through acquiring knowledge of lots of topics, presented in a logical order, kids will acquire the critical mass of general academic vocabulary that will enable them to understand texts on topics they\u2019re not already familiar with.<\/p>\n<p>I would argue that the most effective way to teach any of these strategies is through careful, explicit writing instruction. Want to teach \u201cmain idea\u201d? Try explicitly teaching students how to come up with a good topic sentence for a paragraph, or how to write a summary of something they\u2019ve read. Want to teach \u201ctext structure\u201d? Teach them how to structure texts they create themselves. When this kind of instruction is embedded in content students are learning about, it\u2019s likely to boost their learning.<\/p>\n<p>Not to mention that the most effective way of familiarizing students with the complex sentence structure of written language\u2014a barrier to comprehension that is basically overlooked by comprehension strategy instruction\u2014may be to teach them how to use complex syntax in their own writing.<\/p>\n<p>We do have some research showing that building students\u2019 knowledge and having them write about what they\u2019re learning can be powerful\u2014but we need more. Instead, however, we have a continuing glut of studies on comprehension strategy instruction. And we don\u2019t even seem to pay attention to what those studies tell us about how our approach to comprehension has gone seriously off the rails.<\/p>\n<p>The result is that, with the best of intentions, we\u2019ve made millions of students feel like they\u2019re failures at reading and learning\u2014when in fact, it\u2019s our education system that has failed <em>them<\/em>.<\/p>\n<\/div>\n<p>Read the full article <a href=\"https:\/\/www.forbes.com\/sites\/nataliewexler\/2023\/09\/04\/more-evidence-that-our-approach-to-reading-comprehension-is-all-wrong\/\" target=\"_blank\" rel=\"noopener\">here<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A recent meta-analysis confirms that it\u2019s best to teach reading comprehension strategies in combination with building background knowledge. It also adds the surprising finding that it doesn\u2019t seem to make much difference how much strategy instruction students get. The meta-analysis, which looked at over 50 studies of comprehension strategy instruction, provides yet more evidence that [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":12329,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"content-type":"","footnotes":""},"categories":[76],"tags":[],"class_list":{"0":"post-12328","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-leadership"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>More Evidence That Our Approach To Reading Comprehension Is All Wrong | Brandiary<\/title>\n<meta name=\"description\" content=\"A recent meta-analysis confirms that it\u2019s best to teach reading comprehension strategies in combination with building background knowledge. 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